| Number of records : 706 | Result 291-300 of 706 for |
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291. Chambers, A. and Bax, S., 2006, Making CALL work: Towards normalisation, System, Vol.34, No.4, pp.465-479.
Location: Type of subjects/data: teacher, stakeholder No. of subjects/data: 18 Instruments: Observation, Document, Interview Method of analysis: content analysis Other aspects: Research design: Level of detail: Low
Keywords:
CALL, computers, language teaching, education, normalisation, integration
292. Cao, Y. and Philp, J., 2006, Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction, System, Vol.34, No.4, pp.480-493.
Location: Type of subjects/data: student No. of subjects/data: 10 Instruments: Observation, Interview, Questionnaire Method of analysis: compare the willingness to communicate behavior (WTC) between the three classroom contexts: percentage, correlation, ANOVA, content analysis Other aspects: Research design: Level of detail: Medium
Keywords:
Second Language Learning, ESL learners, learner behavior
293. Alptekin, C., 2006, Cultural familiarity in inferential and literal comprehension in L2 reading, System, Vol.34, No.4, pp.494-508.
Location: Type of subjects/data: student No. of subjects/data: 98 Instruments: Task/ activity, Text/ text book, Test Method of analysis: t-test Other aspects: Research design: Level of detail: Medium
Keywords:
Inferential comprehension, literal comprehension, Schemes, Nativization, Foreign language culture
294. Hyland, K. and Anan, E., 2006, Teachers' perceptions of error: The effects of first language and experience, System, Vol.34, No.4, pp.509-519.
Location: Type of subjects/data: teacher, others No. of subjects/data: 48 Instruments: Task/ activity, Questionnaire Method of analysis: compare errors identified by native English Speaking EFL teachers, Japanese speaking EFL teachers and native English speaking non-teachers Other aspects: types of errors Research design: Level of detail: Low
Keywords:
error perception, feedback, writing style, grammar correction, language awareness
295. Johnson, K. and Jackson, S., 2006, Comparing language teaching and other-skill teaching: Has the language teacher anything to learn?, System, Vol.34, No.4, 532-546.
Location: Type of subjects/data: a singingteacher, a table tennis trainer, a flight pilot trainer No. of subjects/data: 3 Instruments: Observation, Video recordings Method of analysis: coding transcripts of the training sessions using Atlas.ti software based on 'grounded theory' (Strauss, 1987) Other aspects: Research design: Level of detail: High
Keywords:
skill teaching, language performance, Task-based teaching, Needs analysis, error correction
296. Philp, J., Oliver, R. and Mackey, A., 2006, The impact of planing time on children's task-based interactions, System, Vol.34, No.4, pp.547-565.
Location: Type of subjects/data: student No. of subjects/data: 42 Instruments: Discussion, Observation, Task/ activity Method of analysis: interaction, fluency, accuracy and complexity were coded according to the coding systems commonly used in the planing literature Other aspects: - coding system
- reliability for coding of interactionResearch design: Level of detail: High
Keywords:
second language learning, child language acquisition, English as a second language instruction
297. Ojima, M., 2006, Conept mapping as pre-task planning: A case study of three Japanese ESL writers, System, Vol.34, No.4, pp.566-585.
Location: Type of subjects/data: student No. of subjects/data: 3 Instruments: Task/ activity, Questionnaire, Interview, Journal/diary Method of analysis: - text analyses: learners' compositions were scored; accuracy, complexity and fluency were assessed
- process analyses: interview data, questionnaires, and logs were coded; learners' concept maps were comparedOther aspects: Hamp-Lyons'holistic measures for the analysis of the compositions' quality Research design: Level of detail: High
Keywords:
classroom techniques, concept mapping, planning, second language learning, writing instruction
298. Babii, E. and Moghaddam, M.J., 2006, On the interplay between test task difficulty and macro-level processing in the C-test, System, Vol.34, No.4, pp.586-600.
Location: Type of subjects/data: student No. of subjects/data: 119 Instruments: Test, Verbal report Method of analysis: - ANOVA
- Chi-squareOther aspects: - c-test design
- text characteristicsResearch design: Level of detail: Medium
Keywords:
The C-test, The reduced redundancy principle, verbal protocol analysis, Text difficulty, Syntactic complexity, Abstraction, Nominalization, Macro-level processing
299. Takimoto, M., 2006, The effects of explicit feedback and form-meaning processing on the development of pragmatic proficiency in consciousness-raising tasks, System, Vol.34, No.4, pp.601-614.
Location: Type of subjects/data: student No. of subjects/data: 45 Instruments: Task/ activity, Test Method of analysis: ANOVA Other aspects: - test design
- reliability and validity testResearch design: Level of detail: High
Keywords:
Input-based instruction, consciousness-raising task, reactive explicit feedback, pragmatic proficiency
300. Pinter, A., 2006, Verbal evidence of task related strategies: Child versus adult interactions, System, Vol.34, No.4, pp.615-630.
Location: Type of subjects/data: student No. of subjects/data: 30 Instruments: Task/ activity Method of analysis: verbal interaction were recorded and analyzed Other aspects: Research design: Level of detail: Low
Keywords:
Task, Task-related strategies, Children learning English, Awareness of task demands
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